Making sense of double number lines in professional development: Exploring teachers' understandings of proportional relationships

Orrill C.H.; Brown R.E.

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Making sense of double number lines in professional development: Exploring teachers' understandings of proportional relationships

机译：在专业发展中理解双数线：探索教师对比例关系的理解

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This study presents a qualitative analysis of the knowledge teachers in one professional development course used to reason about proportional relationships with double number lines. We work from the knowledge-in-pieces perspective to consider the existing knowledge the participants did or did not invoke when learning to reason with this new-to-them representation. We analyzed videotaped sessions of a group of urban middle-grade teachers across five class meetings. Our findings include discussion of the two pieces of knowledge that emerged as important for reasoning about proportions with the representation and three knowledge pieces that deterred meaning making. Implications for professional development are discussed as are the implications for conceptualizing teachers' understanding through a knowledge-in-pieces lens.

机译：本研究对一门专业发展课程中的知识教师进行了定性分析，该课程用于推理具有双数线的比例关系。我们从“逐个知识”的角度进行工作，以考虑参与者在学习使用这种“新到形式”表示法进行推理时所引用或不引用的现有知识。我们分析了五个班级会议中一组城市中级教师的录像会议。我们的发现包括对在推理与表示形式的比例时显得很重要的两大知识的讨论，以及阻止意义形成的三个知识。讨论了对专业发展的影响，以及通过逐个知识的角度概念化教师理解的含义。

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《Journal of mathematics teacher education》 |2012年第5期|共23页
作者
Orrill C.H.; Brown R.E.;
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正文语种 eng
中图分类教育;
关键词
Drawn representations; Middle grades; Professional development; Proportional reasoning; Teacher knowledge;

机译：绘画作品;中年级;专业发展;比例推理;教师知识;

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1. Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships [J] . Chandra Hawley Orrill, Rachael Eriksen Brown Journal of Mathematics Teacher Education . 2012,第5期

机译：理解专业发展中的双数线：探索教师对比例关系的理解
2. Making sense of double number lines in professional development: Exploring teachers' understandings of proportional relationships [J] . Orrill C.H., Brown R.E. Journal of mathematics teacher education . 2012,第5期

机译：在专业发展中理解双数线：探索教师对比例关系的理解
3. Exploring the role of coherence in science teachers' sensemaking of science-specific formative assessment in professional development [J] . Science education . 2020,第3期

机译：探索一致性对科学教师传感在专业发展中科学特定形成评估的作用
4. Structural Relationships Among In-Service Teacher's Behavioral Intention, Perceived Usefulness, Perceived Ease of Use and Online Professional Development System Quality [C] . Davaanyam Tumenbayar, Amartuvshin Amarzaya, Tserendorj Navchaa International Conference on Ubi-Media Computing . 2019

机译：在职教师的行为意图，感知的有用性，感知的易用性和在线专业发展系统质量之间的结构关系
5. Teachers' mathematical understanding of proportionality: Links to curriculum, professional development, and support. [D] . Hull, Linda Susan Hudson. 2000

机译：教师对比例的数学理解：与课程，专业发展和支持的链接。
6. Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms [O] . Amori Yee Mikami, Anne Gregory, Joseph P. Allen, -1

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Making sense of double number lines in professional development: Exploring teachers' understandings of proportional relationships

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